Conceptual Richness and Methodological Diversity in Entrepreneurship Research
Show Less

Conceptual Richness and Methodological Diversity in Entrepreneurship Research

Edited by Alain Fayolle, Paula Kyrö, Tonis Mets and Urve Venesaar

This important book identifies the current developments within entrepreneurship that are characterized by conceptual richness and methodological diversity. It presents the latest developments of topics such as the entrepreneurial mindset, culture and values as well as advances in entrepreneurship education and development. The contributors open the field for methodological renewal by introducing the current state of and opportunities for explorative research in entrepreneurship.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 6: Entrepreneurship education and metacognitive awareness: development of a tool to measure metacognitive awareness

Hannes Ling, Paula Kyrö and Urve Venesaar


Development of the necessary entrepreneurial skills in students has been focus for many entrepreneurship scholars. It has been proposed that entrepreneurial outcomes and success are affected by both cognitive (Baron, 2004) and contextual factors (Welter, 2011), along with entrepreneurial competencies involving different attitudes, knowledge and skills (Man and Lau, 2005). At the same time, findings of Henry, Hill and Leitch (2005a)share the view that entrepreneurial skills can be taught and that there exists a positive correlation between deep, strategic learning approaches and academic performance (Backhaus and Liff, 2007). Indeed, over the last decades scientific discussions concerning the ways of improving the level of entrepreneurial abilities have increasingly been related to metacognition (Batha and Carroll, 2007; Veenman et al., 2006) and metacognitive awareness (Haynie and Shepherd, 2009; Schraw, 1998). Moreover, people’s increased awareness about their own thinking patterns correlates with greater success both in entrepreneurship (Ku and Ho, 2010) and academic settings (Young and Fry, 2008). It has also been proposed that students having more metacognitive knowledge perform better in the context of critical thinking (Magno, 2010).

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.